School GAYONG-GAYONG SUR INTRGRATED SCHOOL Grade Level GRADE 8

GRADE 8
Teacher JAENICA PAULINE B. CRISTOBAL Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time September 17-21 (8:30-9:30 AM) Quarter SECOND QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate The learners demonstrate an understanding of :
an understanding of the - Explain what happened if a meteoroid hits the earth.
overview of the lesson.
B. Performance Standards
C. Learning Competencies / Objectives Explain what two weather Put in simple words the Describe how impact Present observations on
Write the LC code for each factors tell the location of statement “calm before craters are formed when a stimulating comet impact Film Viewing
the eye of tropical cyclone the storm” asteroids hits the earth using drawings
II. CONTENT UNDERSTANDING TYPHOON/ COMETS AND ASTEROIDS

III. LEARNING RESOURCES

A. References Science 8, Department of
Education Book.
1. Teacher’s Guide pages
2. Learner’s Materials pages 147 -148
3. Textbook pages 147 -148
4. Additional Materials from Learning Activity Sheets
Resource (LR) portal
B. Other Learning Resources Google site/slide
shear/educational
site/Pamphlet, LCD
Projector
IV. PROCEDURES
A. Reviewing previous lesson or presenting Ask students about their
the new lesson past lesson/s(Typhoon
Location
B. Establishing a purpose for the lesson Guessing Game
C. Presenting examples/instances of the Does tropical cyclone have
new lesson parts?
D. Discussing new concepts and practicing Why some areas during
new skills # 1 typhoon are not affected?
Seriously affected?
Science 8, Department of
Education Book.
149-150
149-150
PPT (Slide Click)
Google site/slide
shear/educational
site/Pamphlet, LCD
Projector
Ask students about their
past lesson/s(Typhoon
Hazards
Brainstorming
Does tropical cyclone have
parts?
Not all affected
community experience
damages of typhoon, why?
Science 8, Department of Science 8, Department of
Education Book. Education Book.
153-155 153-155
153-155 153-155
Slide shear, Activity
Google site/slide Google site/slide
shear/educational shear/educational
site/Pamphlet, LCD site/Pamphlet, LCD
Projector Projector
Ask students about their Ask students about their
past lesson/s(Typhoon past lesson/s (Impact of
Warning asteroid or comet
Game Activity Game Activity
Have you seen a shooting Have you seen a shooting
star? star?
Where did they come? Where did they come?
Science 8, Department of
Education Book.
Google site/slide
shear/educational
site/Pamphlet, LCD
Projector/Globe
Ask students about their
past lesson/s (Meteroid)
Film Viewing
Video Clips
Students give reflection
 E. Discussing new concepts and practicing Activity 3 (Dissecting a Activity 3 (Dissecting a Let the students do activity Let the students do activity
new skills # 2 Tropical Cyclone) Tropical Cyclone) # Activity 1 Oh Come-t # Activity 1 Oh Come-t
Aste Roid Aste Roid
F. Developing mastery Presentation of their Presentation of their Presentation of their Presentation of their
(Leads to Formative Assessment 3) output output output. output.
G. Finding practical applications of concepts What happen if the eye of What happen if the eye of What happen when a What happen when a
and skills in daily living the typhoon targeted your the typhoon targeted your comet or asteroid hits your comet or asteroid hits your
brgy? brgy? community? community?
Post-Lab Activity Post-Lab Activity
What do you think will What do you think will
happen to the crops if happen to the crops if
typhoon hit your typhoon hit your
barangay? barangay?
H. Making generalizations and abstractions Let the students raise Let the students sum up Let the students sum up
Role playing
about the lesson questions. the lesson. the lesson.
I. Evaluating learning Short quiz Formative assessment Short quiz Oral Recitation
J. Additional activities for application or Watch weather news. Write a short blog about Advance reading Advance Reading
remediation typhoon effects in
agricultural crops.
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I The use of educational game - Ppt, because there are some - -
use/discover which I wish to share with other in presentation & in lesson which is/are not
teachers? discussing lesson/s. tangible, so the use of ppt/ICT
are important in delivering
lesson/s.

Prepared by: Checked By: Noted by:

JAENICA PAULINE B. CRISTOBAL MARIVIC C. PASCUA REGALADO DIONICIO

Teacher-I Head Teacher-I Principal II
 School GAYONG-GAYONG SUR INTRGRATED SCHOOL Grade Level GRADE 8
GRADE 8
Teacher JAENICA PAULINE B. CRISTOBAL Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time September 3-7, 2018 (8:30-9:30 AM) Quarter SECOND QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
D. Content Standards The learners demonstrate The learners demonstrate an understanding of :
an understanding of the - How faults generate earthquake and tsunamis.
overview of the lesson.
E. Performance Standards
F. Learning Competencies / Objectives Explain how faults generate Differentiate between Describe how strong an Explain how tsunamis are Infer why tsunamis do not
Write the LC code for each earthquakes. focus and epicentre. earthquake. generated. occur even when there is
an earthquake
II. CONTENT EARTHQUAKES AND FAULTS

III. LEARNING RESOURCES

C. References Science 8, Department of Science 8, Department of Science 8, Department of Science 8, Department of Science 8, Department of
Education Book. Education Book. Education Book. Education Book. Education Book.
1. Teacher’s Guide pages
2. Learner’s Materials pages 120-127 124-127 127-131 133-136 133-136
3. Textbook pages 120-127 124-127 127-131 133-136 133-136
4. Additional Materials from Learning Test Questions PPT (Slide Click), Fault
Slide shear
Resource (LR) portal Model
D. Other Learning Resources Google site/slide Google site/slide Google site/slide Google site/slide Google site/slide
shear/educational shear/educational shear/educational shear/educational shear/educational
site/Pamphlet, LCD site/Pamphlet, LCD site/Pamphlet, LCD site/Pamphlet, LCD site/Pamphlet, LCD
Projector Projector Projector Projector Projector/Globe
IV. PROCEDURES
K. Reviewing previous lesson or presenting Ask students about their Ask students about their Ask students about their Ask students about their Ask students about their
the new lesson past lesson/s (Fault past lesson/s (Earthquake past lesson/s (Fault and past lesson/s (Epicenter past lesson/s (Epicenter
earthquake and focus and focus
L. Establishing a purpose for the lesson If there’s a fault, there’s an
Word Puzzle Picturesque Presentation of Yell Different kinds of waves
earthquake.
M. Presenting examples/instances of the Have you been in ocean? Have you been in ocean?
Brainstorm: Earthquake Students are ask to answer. Video Clips
new lesson River? River?
N. Discussing new concepts and practicing
Students give reflection. Students give reflection. Students give reflection. Describe waves. Describe waves.
new skills # 1
 O. Discussing new concepts and practicing Let the students do activity Let the students do activity Let the students do activity Let the students do activity Let the students do activity
new skills # 2 # 2 (Stick ‘n’ Slip) # 2 (Where does # 2 (How strong # 2 (Tsunami) # 2 (Tsunami)
earthquake start?) earthquake is)
P. Developing mastery Let the students explain Let the students explain Let the students explain Let the students explain Let the students explain
(Leads to Formative Assessment 3) their output. their output. their output. their output. their output.
Q. Finding practical applications of concepts What happen to the What to do when there’s Make a short What to do when there’s What to do when there’s
and skills in daily living agricultural land if there is earthquake? representation of what Tsunami? Tsunami?
a high magnitude of happens during What will happen to the What will happen to the
earthquake? earthquake. agricultural land and crops agricultural land and crops
when there is Tsunami? when there is Tsunami?
R. Making generalizations and abstractions Let the students sum up What is the relationship of Let the students sum up Let the students sum up Let the students raise
about the lesson the lesson. fault and earthquake? the lesson. the lesson. questions.
S. Evaluating learning Short quiz Short quiz Short quiz Short quiz Short quiz
T. Additional activities for application or Answer guide question on Make a slogan on what to Make a yell of Make a poster of tsunami Make a short blog of
remediation page 122 do if there’s an earthquake precautionary measures showing impacts in effect/aftermath of
during earthquake. agriculture. Tsunami in a community.
VI. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation who scored below
80%
J. Did the remedial lessons work? No. of learners
who have caught up with the lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked well?
Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me solve?
N. What innovation or localized materials did I The use of educational game - Improvised model of fault - -
use/discover which I wish to share with other in presentation & in plane for manipulation of
teachers? discussing lesson/s. imagination of concepts

Prepared by: Checked By: Noted by:

JAENICA PAULINE B. CRISTOBAL MARIVIC C. PASCUA REGALADO DIONICIO

Teacher-I Head Teacher-I Principal II